Sustainability of PBIS:
Maintaining the
Momentum
Kent McIntosh
Gary Mulry
Sheree Garvey
National PBIS Forum, October 2013
Handouts:
http://www.pbis.org
Who are we?

Who are we?
 Kent
McIntosh
 Gary Mulry
 Sheree Garvey

Who are you?
 Roles?
 PBIS
implementation experience?
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
Exploration & Adoption
• We think we know what we need so we are planning to move
forward (evidence-based)
Installation
• Let’s make sure we’re ready to implement (capacity infrastructure)
Initial Implementation
• Let’s give it a try & evaluate (demonstration)
Full Implementation
• That worked, let’s do it for real (investment)
Sustainability & Continuous Regeneration
• Let’s make it our way of doing business (institutionalized use)
Overview
1.
Share results of research on sustainability of
PBIS

2.
Kent
Provide specific strategies at the district and
school levels for enhancing sustainability


Gary
Sheree
Handouts: http://www.pbis.org
Support for these projects:
IES: NCSER (R324A120278)
 OSEP: TA Center on PBS (H326S03002)
 Social Sciences and Humanities Council
of Canada (SRG F09-05052)
 Hampton Endowment Fund (J07-0038)

Thanks and Acknowledgments
Participants in these studies
 State Networks










Jerry Bloom, Susan Barrett and PBIS Maryland
Cristy Clouse, Barbara Kelley and CalTAC
Eric Kloos, Ellen Nacik, Char Ryan and Minnesota DOE
Mike Lombardo, Rainbow Crane and Placer COE
Lori Lynass, Celeste Rossetto Dickey, Chris Borgmeier, Tricia
Robles and NWPBIS Network
Mary Miller-Richter, Nanci Johnson and MO SW-PBS
Justyn Poulos, Wisconsin PBIS Network
Heather Reynolds, NC DOE
Co-authors
Memo
To: School Administrators
From: District Administrators
In keeping with the new state initiative, this fall
we will be implementing an exciting new district
initiative of SNI in place of LYI. All Pro-D days
previously scheduled for LYI will be rescheduled
as staff development for SNI. The $500 for
release time and materials for LYI will be
discontinued and provided instead for SNI. By
the way, you will need to create local SNI teams
that meet weekly. The former members of your
LYI team would be perfect for this new team.
Your new SNI binders will be coming next week.
Have a great year!!!
(Latham, 1988)
Brainstorming

What are the most important factors for
why schools do and don’t sustain PBIS?
 Enablers?
 Barriers?
What do we perceive
as the single most
important factor for
sustainability?
McIntosh, K., Predy, L., Upreti, G.,
Hume, A. E. & Mathews, S. (in press).
Perceptions of contextual features
related to implementation and
sustainability of School-wide Positive
Behaviour Support. Journal of Positive
Behaviour Interventions.
Research Questions
1.
What features were perceived as most
and least important for:

Initial implementation
 Sustainability
2.
What features were rated as significantly
more important for sustainability than for
initial implementation?
Method

Sample: 257 respondents from 14 US states
 49%
Elementary
 16% Middle
 5% High School
 Average implementation: 6 years (1 to 15)

Measure
 Questionnaire
asking respondents to share
factors and barriers for:
Initial implementation
 Sustainability

Most Important Perceived
Factors for Sustainability
1.
2.
3.
4.
5.
School administrators actively support PBIS
School administrators describes PBIS as a
top priority for the school
A school administrator regularly attends and
participates in PBIS team meetings
The PBIS school team is well organized and
operates efficiently
The school administrators ensure that the
PBIS team has regularly scheduled time to
meet
Less Important Factors for
Sustainability
1.
2.
3.
4.
5.
Other initiatives are present that compete
with PBIS
School personnel are opposed to PBIS
because it goes against their personal
values
High levels of administrator turnover
High levels of school personnel turnover
High levels of PBIS “champion” turnover
More Important to Sustainability
than Initial Implementation




PBIS is viewed as a part of systems already in use
(as opposed to being an “add-on” system)***
PBIS has been integrated into new school or
district initiatives***
Parents are actively involved in the PBIS effort
(e.g., as part of team or district committee)***
A vast majority of school personnel (80% or more)
support PBIS***
Note. ***p < .001
Most Important Single
Perceived Factor?

School Administrator Support

Ok…what do we do when…
An administrator is opposed to PBIS?
2. A committed administrator moves on?
1.
Sustaining PBIS through
Administrator Turnover
(Strickland-Cohen, McIntosh, & Horner, in press)

School Team
 Maintain
the PBIS handbook
 Document support among staff and stakeholders
 Collect and share outcomes data
 Meet with the new administrator

District Team
 Build
PBIS into written policy
 Build PBIS competencies into hiring criteria
 Develop district coaching capacity
What is the single
strongest predictor of
sustainability?
McIntosh, K., Mercer, S. H., Hume, A. E.,
Frank, J. L., Turri, M. G., & Mathews, S.
(2013). Factors related to sustained
implementation of School-wide Positive
Behaviour Support. Exceptional
Children, 79, 293-311.
A Measure for Researching
Sustainability
The SUBSIST is a research measure
assessing the variables that enhance or
prevent sustainability of school-based
behavior interventions
 Two levels of questions

 School-level
variables
 District-level variables
A Measure for School Teams

The SUBSIST Checklist
 A self-assessment
and action planning tool for
school teams and coaches
 50 critical features based on SUBSIST items
 An integrated action plan for sustainability
 Available for free at:
http://bcpbs.wordpress.com/evaluation
Results: Predictive Model

Model fit indices acceptable (except χ2)

χ2 (731) = 881.55, p < .001, CFI = .96, TLI = .96,
RMSEA = .03
R 2 = .45
 Factors

 Priority
(B = .14, SE = .39, p > .05)
 Team Use of Data (B = .61, SE = .24, p < .05)
 District Priority (B = -1.14, SE = .66, p > .05)
 Capacity Building (B = .98, SE = .43, p < .05)
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
School
5.38
Priority
**
.07
Sustained
PBS Fidelity
Team Use of
Data
District
Priority
.47
-.34
Sustained
PBS Fidelity
8
8
8
Capacity
Building
.41
Four Factors

School Priority (20 items)


Team Use of Data (11 items)


School team/staff skill, functioning, regular meetings, data
collection, use of data for decision making, presenting data
to staff and community
District Priority (5 items)


Administrator support, staff support, perceived
effectiveness, perceived efficiency, integration into new
initiatives
District support, state support, funding, district policy,
promoted to external organizations
Capacity Building (3 items)

Access to district coaching, yearly professional
development, connection to a community of practice
Implications
School teams can benefit from training in
running meetings and using data
 Districts can support schools by offering
training, coaching, and connections

What are the most
important critical features
of PBIS for sustainability?
Mathews, S., McIntosh, K., Frank, J. L.,
& May, S. (in press). Critical features
predicting sustained implementation of
school-wide positive behavior support.
Journal of Positive Behavior
Interventions.
Research Questions
1.
2.
To what extent do school personnel ratings
of implementation of PBIS systems
significantly predict sustained
implementation and levels of problem
behavior?
Within any statistically significantly
predictive PBIS systems, which critical
features of these systems significantly
predict sustained implementation?
Participants

261 US schools implementing PBIS
 PBIS
Self-Assessment Survey (SAS)
completed in 2006-07
 Benchmarks of Quality (BoQ) completed in
2009-10
 72% of our sample also used SWIS for Office
Discipline Referrals (ODRs) for 2009-10

Data available from the Center on PBIS
PBIS Self-Assessment Survey
(Sugai, Horner, & Todd, 2000)

Four Systems
 School-wide
 Non-classroom
 Classroom
 Individual
Which system best predicts
sustained implementation (BoQ)
3 years later?
 School-wide
 Non-classroom
 Classroom
 Individual
Which system best predicts
student outcomes (ODRs)
3 years later?
 School-wide
 Non-classroom
 Classroom
 Individual
Which features best predict
sustained implementation?











Expected behaviors defined clearly
Problem behaviors defined clearly
Expected behaviors taught
Expected behaviors acknowledged regularly
Consistent consequences
CW procedures consistent with SW systems
Options exist for instruction
Instruction/materials match student ability
High rates of academic success
Access to assistance and coaching
Transitions are efficient
Lessons learned for sustaining
School-wide PBIS

Focus on bringing PBIS into the classroom
 Consistency
with SW systems
 High rates of acknowledgment for prosocial
behavior

Focus on quality differentiated instruction
across academic domains
 Student
instruction at their level
SETTING
Expectations
Matrix
All
Settings
Hallways
Playground
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one
spot.
Assembly
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all
your food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Respect
Property
Classroom
Classroom Procedures/Routines
EXPECTATIONS
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Teacher Led
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
Be
Responsible
Be Safe
Classroom Procedures/Routines
Class-Wide
EXPECTATIONS
Cooperative
Learning
Groups
Arrival
Independent
Seat Work
Teacher Led
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
•
•
•
•
Be
Responsible
•
•
•
•
•
Be Safe
•
•
Listen to others •
Use inside
voice
Use kind words •
Ask permission
Enter/exit
classroom
prepared
Use inside
voice
Be prepared •
Follow
directions
•
Be a problem
solver
Make choices
that support
your goals
Keep hands, •
feet, and
objects to self
Organize your
self
Walk
Place materials •
in correct area
Begin warm-up •
promptly
•
Use Time
•
Wisely
Contribute
•
Complete your
part
Be a TASK
master
Use your
neighbor
•
Use Materials •
Carefully
Keep hands, •
feet, and
•
objects to self
Walk
•
Listen to others •
•
Accept
differences
•
•
Use kind words
•
Encourage
others
Use quiet
voice
Follow
directions
•
•
•
•
•
•
Eyes/ears on
speaker
Raise hand to
speak
Contribute to
learning
Follow
directions
Take notes
Meet your
goals
Stay at seat
Keep hands,
feet, and
objects to
self
What are we trying to
learn now?
McIntosh, K., Kim, J. R., Mercer, S. H.,
Strickland-Cohen, M. K., & Horner, R. H.
(in prep). Variables associated with
enhanced sustainability of School-wide
Positive Behavioral Interventions and
Supports.
The Study

3 year, longitudinal study of factors related
to sustained implementation of PBIS
 SUBSIST
factors
 School demographic data
 School team actions
 Access to coaching, training, and community
of practice events
 Fidelity of implementation and student
outcomes data over 3 years

860 schools participating
What is most related to high
sustainability scores?

Demographics
 Years implementing PBIS?
 Grade Level (E/M/H)?
 Enrollment?
 Urbanicity?
 Percent of non-white students?
 Percent of students receiving free/reduced

lunch?
School team actions
 Do you have access to a coach with dedicated
 Number of hours of coaching received?
 How often does your school PBIS team meet?
 How
FTE?
often are data presented to all school staff?
SUBSIST Scores by Frequency
of Sharing Data with All Staff
Interested in a PhD in PBIS at
the University of Oregon?

New Doctoral Leadership Grant focusing on
IMPLEMENTATION SCIENCE in 2014
 Federal
funding for your doctoral degree
(full tuition coverage, medical, monthly stipend)
 Research seminar with invited experts
 Specialization in PBIS, Secondary/Transition,
Academic Intervention, Low Incidence and/or EI

For details, email kentm@uoregon.edu or
visit the following site:
https://education.uoregon.edu/program/special-education-phd
Contact Information

Kent McIntosh
Special Education Program
1235 University of Oregon
Eugene, OR 97403
kentm@uoregon.edu
Cannon Beach, Oregon
© GoPictures, 2010
Handouts: http://kentmcintosh.wordpress.com
Appleton Area School District
Appleton, Wisconsin
Summary of AASD
Implementation
Team Implementation Checklist (TIC)
Average TIC Scores for AASD
100%
90%
Percent of Implementation
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-10
2010-11
2011-12
2012-13
Benchmarks of Quality (BoQ)
McKinley Elementary
Appleton Area School District
Appleton, Wisconsin
School Wide Information Systems
(SWIS)
End of Year Triangle
2010-11
2011-12
2012-13
Suspension Data
Initial PBIS Stages for AASD:

Each Spring/Summer months a review of the AASD PBIS DistrictWide Framework is reviewed and planning for the upcoming school
year begins:
◦ April ~ Budget is reviewed and new district-wide budget is created
◦ May ~ The AASD PBIS Leadership Team CELEBRATES the successes and
determines its focus for the upcoming school year
◦ April/May ~ Final plans are completed for the AASD PBIS Regional Summer
Institute: 2013 Positively Educating Healthy Kids Summer Institute 
◦ June ~ All data is reviewed at Data Retreat allowing for Action Planning for
district and sites
◦ August ~ AASD PBIS Regional Summer Institute is held (Two Days)
◦ August ~ Yearlong Blueprint is created for:




Staff Development opportunities to build fidelity
Internal Site Coordinators Training Schedule
SWIS Training Schedule
AASD District-Wide Roll Out Plan
Appleton Area School District
Appleton, Wisconsin

City of Appleton = 73,000
◦ AASD also services multiple smaller municipalities outside city limits

Appleton Area School District ~ Urban
◦
◦
◦
◦
◦
Employees = 1,600 ~ All Staff
Students = 1,550
Fifteen Elementary Schools + Two Charters
Four Middle Schools + One Alternative MS
Three High Schools + One Alternative HS
 Thirteen Charter Schools (Schools within Schools)
◦ Demographics
 Ethnicity: 75% White, 8% Hispanic, 5% Black, 11% Asian, 1% American Indian
 Non-Disability/Disability: 86% / 14%
 Economic Status: 37% Economically Disadvantaged
 Homeless Population: 2%
AASD PBIS Leadership DistrictWide Committee

The Appleton Area School District has developed the following
framework for its PBIS Leadership Team:
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
External District Coaches (2)
Assistant Superintendent of School Services
Assistant Superintendent of Student Services
Director of Assessment, Curriculum, and Instruction
Director of Special Education
Special Education Cluster Coordinator
Elementary Principal Representative
Middle Level Principal Representative
High School Principal Representative
Elementary Internal Site Coach
Middle Level Internal Site Coach
High School Internal Site Coach
District-Wide School Psychologist Representative
District-Wide School Social Worker Representative
AASD Paraprofessionals Representative (2)
Community Agency Member
Parents (2)
2013-2014 High School Student Representatives (2)
AASD PBIS Leadership Meetings

The Appleton Area School District Leadership Committee meets
once a month with meetings scheduled for two (2) hours in length

Committee meeting is facilitated by the two (2) External District
Coaches

Committee Format:
◦ Points of Information
◦ All group: District-wide Discussions and Action Plan items
◦ Sub-Committee Reports & Committee Work Time









Assessment, Surveys, and Data
PBIS Tier 2
PBIS Anti-Bullying
Internal Site Coaches Collaboration
PBIS Pyramid Model (Early Childhood, Title One, and 4K)
AASD PBIS Summer Institute
PBIS Public Relations/Community
PBIS Family Partnerships
Web-Site & Share Point Link
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Data and Fidelity - AASD
Assessment Structure
www.pbisapps.org
All Schools/District requirement take:
 Self Assessment Survey 1x per year (April)
 Team Implementation Checklist 2x per year (January and May:
optional)
 Benchmarks of Quality 1x per year (May)
 Phases of Implementation 1x per year (May)
 School Evaluation Tool 1x per year (May)
All Schools use SWIS-School Wide Information System
 District has three (3) SWIS Facilitators
 Each SWIS Facilitator oversees seven (7) schools
External District Coaches/Internal
Site Coaches Layers of Support

AASD has provided multiple layers of
support to assist schools in increasing
fidelity and maintaining sustainability
◦ Three/Four Coaches at each site
◦ Roles and Responsibilities Outlined
◦ Mentoring of Staff to assist with student
behavior
◦ Individual/Small Group Social Skills Classes
◦ Action Planning ~ Data Digs in June
◦ Staff Development Days
 Presentations to support site Action Planning
AASD Training Opportunities

AASD has taken the time and effort to ensure that all stakeholders have the
Universal Framework components. Training groups include:
◦ Board of Education Presentations
◦ Administrative Presentations at Retreats
◦ All AASD New Teacher Hires
◦ All AASD Substitute Teachers
◦ All AASD Paraprofessionals
◦ All Summer School Teachers
◦ PBIS Universal Booster Sessions to any AASD staff wishing to increase
PBIS repertoire
◦ Outside Agencies
 Appleton Police Department PSL Officers, YMCA Before/After School
Care, Boys/Girls Club, Appleton Education Foundation, Outagamie
County Social Workers, Youth Alliance Workers
 2013-2014: Appleton Parks and Recreation Department and
Appleton Community Partnerships
AASD Staff Development and
Collaboration

Throughout the entire school year/summer, we are providing
school improvement/PBIS support:
◦ Continuous School Improvement Plans (CSIP)
 Thirty (30) hours of Action Planning During the School Year with DATA DIG at end of
the Year
◦ AASD PBIS Yearly Blueprint Plan ~ Utilizing PBIS Blueprint Model
◦ External District/Internal Site Coaches Collaboration Sessions
 Two (2) days each year to share district-wide information
◦ PBIS Universal Booster Refresher Staff Development
 Four (4) times a year to AASD staff, AASD substitutes, and student teachers
 University Level ~ Presenting to Junior/Seniors at UW-Oshkosh
◦ Cool Tools/Behavioral Lesson Plans Staff Development
 Two (2) after-school sessions to collaboratively share and create
◦
◦
◦
◦
PBIS National Conference in Chicago – October
PBIS Wisconsin Leadership Conference – August
School-Wide Informational System (SWIS) Quarterly Meetings
AASD Share Point Web-Site ~ All AASD PBIS Resources in ONE Location
AASD PBIS Budget
An AASD all-district budget has been created to support:
◦ All PBIS Trained Schools at each level
(elementary/middle/high school)
◦ The AASD budget excludes the FTE allocations and salary
for two (2) External District Coaches
 AASD PBIS Summer Institute ~ $18,000 (separate)


2013-2014 Budget = $92,350
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◦
◦
Internal Site Coaches Collaboration Days (2) ~ substitutes
AASD Tier Two Implementation Work Days
Internal Site Coaches Compensation
AASD Building Allocations for Site PBIS Spending
National PBIS Conference Travel
District-wide Supply Account
SWIS License Fees for all Sites
Grant Writing Allocation
AASD Communication Efforts

School/Site Level:
◦
Parent Handbook, School Web-sites, PTA Meetings, School-Wide PBIS Logos, Brochures,
Folders/Agenda Planners, New Parent/New Student Orientation, Parent/Teacher Conference,
Concerts, Plays, Talent Shows, Parent Reps on PBIS Team, School Newsletter, All-Alert Messages

District-Level: The Appleton Area School District has created a Share Point web-base that allows all staff
members and parents the opportunity to view and utilize PBIS district-wide resources

District-Level: PBIS Universal District-wide Brochure
◦

2013-2014 ~ PBIS Tier Two District-wide Brochure being developed
Web-Link: Character Education/PBIS
◦
All links have an overview page that provides reader with pertinent information ~ The links are:
 Universal
 Tier 2
 Tier 3
 Bullying
 District-Wide Implementation Information
 Internal Site Coordinators
 District-Wide Calendar
Site Teams-The Heart of PBIS
Implementation
“To build trusting relationships, we need to
communicate with the intent to learn from
others, not control them.
Trust is the glue that makes effective
collaboration and teamwork possible.
Without trust, people become competitive
or defensive, and communication is
distorted and unreliable.”
Building your site team!
Things to consider!





Administrator needs to be on the team and at
the table!
Consider the skill set of your staff!
Consider trust!
Develop courageous conversations!
Use data to determine your teams!
Committee Structure
Aligns with Universal
Recognition/Acknowledgement Team
Publicity
Social Skills/Teach -To Team
Data
Facilitated by Administration and/or
Internal Coaches
Lead a team
Agenda Driven
Roles and Responsibilities
McKinley Elementary-MJ WAY
MJ Way TeamAll Members
1x=quarter
Recognitions/
Acknowledgment
Monthly
Publicity
Monthly
Data Team
2x per month
Social SkillsMonthly
DATA TEAM
1st and 3rd THURSDAY 7:30 a.m.

SWIS-Review Big 7 and present to staff

Behavior Referral Form-ODR-Office Discipline Referral

Makes recommendation to Social Skills Team on lessons

Problem Solves on specific students prior to BCT

Think Tank

Tier 2-CICO-Reviews students on CICO to monitor success
Members:
Sheree Garvey-Administrator
Meeting Time is
set!
Roles and
Responsibilities are
set
Lori Smested-Internal Coach
Jill Kinney
Sara Hechel
Heidi Schmidt
Led by
Administrator or
Internal Coach
Cost Analysis: Elementary
Smith Elementary School
12000
COST/BENEFIT ANALYSIS WORKSHEET
10920
10000
8190
8000
Enter info below
School name
Number of
referrals for last
year
Number of
referrals for this
year
Smith
Elementary
School
Time Regained
Minutes
Hours
Days
Average
# of
minutes
administ
rator
needs
to
process
referral
Average # of
minutes
administrator
needs to process
referral
4620
3465
4000
Student Administrator
4620
3465
77
58
10
7
2000
0
Last Year
This Year
Time Regained
Student Minutes
Admin Minutes
546
200
315
Smith Elementary School
182
137
150
105
79
100
Average # of
minutes student is
out of class due
to referral
6300
4725
6000
77
58
50
0
20
Last Year
This Year
Student Hours
25
20
15
Time Regained
Admin Hours
Smith Elementary School
23
17
13
15
10
10
10
7
5
0
Last Year
This Year
Student Days
Time Regained
Admin Days
Cost Analysis: Middle Level
50000
COST/BENEFIT ANALYSIS WORKSHEET
Enter info below
Howard Middle School
46920
35190
40000
Time Regained
17860
13395
20000
School name
Howard Middle
School
Minutes
Hours
Days
Student
29060
484
61
Administrator
21795
363
45
10000
0
Last Year
Number of
referrals for last
year
29060
21795
30000
This Year
Time Regained
Student Minutes
Admin Minutes
2346
Howard Middle School
Number of
referrals for this
year
Average # of
minutes student is
out of class due to
referral
893
782
587
484
298
20
Average
# of
minutes
administr
ator
needs to
process
referral
Average # of
minutes
administrator
needs to process
referral
1000
800
600
400
200
0
Last Year
This Year
Time Regained
Student Hours
Admin Hours
Howard Middle School
15
120
100
80
60
40
20
0
98
73
61
37
Last Year
45
28
This Year
Student Days
Time Regained
Admin Days
363
223
Instructional Impact
Improving social development and
behavior management
 Creating a safe school environment
 Increasing student instructional time
 Increasing effective use of teacher and
administrator time
 Data always needs to be utilized in
moving schools forward and making
decisions

Creating Culture of Collaboration
Development of Professional
Learning Communities
In the Appleton Area School District:
RtI=PBIS and PBIS=RtI
 What do we want students to learn?
 How do we know they have learned it?
 How will we respond when they have not
learned it?
 How will we respond when they already
know it?
RtI=PBIS and PBIS=RtI
Three Strands in Continuous School
Improvement Plans
Culture of Collaboration
Response to Instruction
Family and Community Engagement
AASD ~ Sustainability
Thinking “Outside” the Box
Creative
Budgets
What works for
your school
district?
Hiring Practices!
Small Steps!
Celebrate!
Administrator
Capacity
Mentoring!
Contact Information:
We wish all of you continued
success as you move your district
and school sites forward with your
PBIS Framework ~
Gary Mulry, AASD PBS Specialist
mulrygary@aasd.k12.wi.us
Sheree Garvey, Coordinator of School
Improvement for PBIS and Parent Partnerships
garveysheree@aasd.k12.wi.us
Final Thoughts. . .
The staff member who says,
“I just don’t have the time and effort to implement
all of these positive behavioral strategies!”
Is like the farmer who says,
“I just don’t have time to build a fence ~
I am way too busy chasing the cows!!”
There is no such thing as resistance to change, it is
actually inadequate preparation!
Leadership Team Action Planning
Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
Selected References
Coffey, J., & Horner, R. H. (2012). The sustainability of school-wide positive
behavioural interventions and supports. Exceptional Children, 78, 407-422.
Curtis, M. J., Castillo, J. M., & Cohen, R. (2008). Best practices in system-level
change. In A. Thomas & J. P. Grimes (Eds.), Best practices in school
psychology V (pp. 887-901). Bethesda, MD: National Association of School
Psychologists.
Hume, A. E., & McIntosh, K. (in press). Construct validation of a measure to
assess sustainability of school-wide behavior interventions. Psychology in
the Schools.
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (in press). Critical features
predicting sustained implementation of school-wide positive behaviour
support. Journal of Positive Behavior Interventions.
McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level
evidence-based practices in schools: Current knowledge and future
directions. In W. Sailor, G. Sugai, R. H. Horner, G. Dunlap (Eds), Handbook
of positive behavior support (pp. 327-352). New York: Springer.
Selected References
McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner,
R. H., & Ervin, R. A. (2011). Development and initial validation of a measure
to assess factors related to sustainability of school-wide positive behaviour
support. Journal of Positive Behaviour Interventions, 13, 208-218. doi:
10.1177/1098300710385348
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews,
S. (2013). Factors related to sustained implementation of school-wide
positive behaviour support. Exceptional Children, 79, 293-311.
McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S.
(in press). Perceptions of contextual features related to implementation and
sustainability of school-wide positive behaviour support. Journal of Positive
Behaviour Interventions.
Strickland-Cohen, M. K., McIntosh, K., & Horner, R. H. (in press). Sustaining
effective practices in the face of administrator turnover. Teaching
Exceptional Children.